Confratute Helping Students Self-Regulate

Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu Confratute 2010 at University of Connecticut Storrs, CT

Topics for the Week Day 1: Overview & Research on Learning Environments Day 2: Getting Organized Day 3: Agents of Learning Goal Setting & SRL Strategies Day 4: Personal Initiative Wrap-up and Closure

Create a classroom environment to support student engagement and responsibility in the learning process Specific resources and examples for your use and adaptation Digital native support to increase students’ self-regulation and organization Why This Strand?

Parent Email My son is so bright that he doesn’t really have to work at understanding his lessons in class, etc., therefore he is very casual about any number of other matters in his life such as being responsible and accountable for his actions. Now after several years of this, he thinks he should get things without the slightest effort on his part.

Parent Email Although my daughter is in a gifted program, what she is doing doesn’t begin to challenge her. She seems so disinterested in everything. Is there a way to identify the problem? Is she bored, lazy, rebelling, unorganized?

How can we, as educators, help students take personal initiative in the process of learning?

How can we help students to be responsible for their learning?

How can we give students the power to achieve their potential?

Active engagement in the learning process produces increases in academic performance. (Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985, 1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)

Self-Regulated Learning Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.” (Zimmerman 1989, p. 329)

Self-Regulated Learning Multi-faceted construct Motivation Self-efficacy Competence Self-regulation of achievement (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)

Self-Regulated Learners Compared with low achieving students, high achievers more frequently: Set specific learning goals Use a variety of learning strategies Self-monitor Adapt their efforts systematically www.gifted.uconn.edu/siegle/selfregulation/section4.html

IndividualFactors Personal Effort Intrinsic Motivation Goal Orientation Self-efficacy Age Gender (Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)

Gifted students tend to be more self-regulated than their average performing peers. Self-Regulated Learners (Zimmerman & Martinez-Pons, 1990)

Self-Regulated Learners There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning. (Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)

Self-Regulated Learners This variation may explain why some gifted students become highly productive, contributing members of society and others are in danger of underachievement.

A lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report. – Good & Brophy

S Quality of Work Quality of Work Ability Effort R2 = .66 R2 = .63 R2 = .11 Quality of Work Quality of Work Effort R2 = .52 Ability Teacher Rating of Students Student Self-Rating (Siegle & McCoach)

Having a mastery goal orientation explains a lot of the variation in self-regulated learning Goal Orientation (Ablard & Lipschultz, 1998)

A low performance goal orientation was correlated with low use of self-regulated learning strategies Goal Orientation (Ablard & Lipschultz, 1998)

In other words, if they have low expectations of themselves, they do not engage in the behaviors that lead to success. Goal Orientation (Ablard & Lipschultz, 1998)

http://www.21stcenturyskills.org/

Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 21st Century Skills Learning and Innovation

21st Century Learning Environments Creates learning practices, human support, and physical environments that will support the teaching and learning of 21st century skill outcomes. Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work).

21st Century Learning Environments Supports expanded community and international involvement in learning, both face-to-face and online. Allows equitable access to quality learning tools, technologies and resources.

21st Century Learning Environments Supports professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice. Provides 21st century architectural and interior designs for group, team and individual learning.

Person Environment Fit Person / Environment fit is the degree to which a person or their personality is compatible with their environment

Good Environmental Fit Occurs When: A person adjusts to their surroundings AND Adapts the environment to fit their needs

Sternberg’s Theory of Intelligence 3 Aspects of the Individual: The Internal World Experience and Past Learning External World

Sternberg’s Theory of Intelligence

Students Parents Varied Experiences Teachers Administrators

School of One Tracks student progress Combines progress data with students’ learning profiles, needs, and available instructional resources Schedules activities for each student

School of One Instead of preparing whole-class lessons Scheduling is individualized Each student receives his or her own unique schedule each day Focused on skills

Research Tells Us… When the learning environment provides: Opportunities for help-seeking from resources, peers, and teacher (e.g. small group instruction and differentiation) Students Engage in Self-Regulated Learning Behaviors

Environmental Implications Classroom Design

Three Categories ofSelf-Regulation Strategies Personal: How a student organizes and interprets information Behavioral Actions that a student takes Environmental Structuring of the physical environment and seeking

Personal SR Strategies Organizing and transforming information Outlining Summarizing Rearranging materials Highlighting Flashcards Draw pictures, diagrams, charts Webs/mapping

Organizational Strategies The Study Environment Create specific place for homework/study Location should be distraction-free Set aside a specific time Daily, regardless of whether there is homework or not Supplies and resources available and accessible

Organizational Strategies Organize Supplies Develop a checklist of supplies for home and school Students should be involved with list development Create a place for supplies Help students think about the things they need on a routine basis

Organizational Strategies Keep a “TO DO” List Prioritize Completion check box Deadline driven Revised regularly Google Tasks

Organizational Strategies Notebooks – NO MORE Loose Leaf Binders with dividers Make a schedule for checking notebooks and stick with it Provide time in class! Allow students with complete notebooks to work on something they enjoy while others are given time to organize

Organizational Strategies Notebook in the Cloud Diigo Google Docs Google Calendar

Organizational Strategies No Need for Modifications! Successful for Underachievers A copy at home Learning contracts with student/teacher/parent No Need for Assignment Log Instruction time if VALUABLE! Less need for positive reinforcement – technology is integrated

Honor Diversity of Style Help students find an organizational system the fits their “style” Encourage them to develop their own systems Allow trial and error: Have patience to give system ideas a fair chance

Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Use Systems Thinking: Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Make Judgments & Decisions: Reflect critically on learning experiences and processes

Personal SR Strategies Self-monitoring – Personal Communication Reflection logs/Journals Weekly self-evaluations Behavioral Personal accomplishment Self-assessment checklists and inventories Time management

Personal SR Strategies Self-monitoring – Academic Lists of errors made Reflection on strategy use Self-assessment checklists and inventories Recording marks Time-on-task analysis Podcast or video Discussion with teacher

Research Tells Us… When the learning environment provides: Opportunities for students to participate in the processes of goal-setting, tracking progress, and evaluating their own work Students Engage in Self-Regulated Learning Behaviors

Writing Prompt I would like to improve… Some people are unhappy with… I want to learn more about… An idea I would like to try… Something I think would really make a difference is… Something I would like to change is…

Personal SR Strategies Goal setting and planning Sequencing, timing, and completing Time management Pacing

Goal Setting Challenges students to give their efforts a preplanned direction Take responsibility for the key events that give form to their experience Provides opportunity for reflection

Specific Measurable Attainable Realistic Time-bound

Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.

Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them. Think: Vygotsky & The Zone of Proximal Development

Unrealistic Goals Goals set by other people May be in conflict with student values, beliefs, or desires Insufficient Information Need realistic understanding of what is being attempted Always Expecting Best Focus on raising student’s average performance and increasing consistency

Insufficient Goals Fear of Failure Fear prevents risk taking Failure is a positive: shows where room for improvement exists Taking it “too easy” Will not achieve anything of worth

The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. -Michelangelo

What is your personal definition of success?

PersonallyMeaningful Tied to Student’s Identity Personally Interesting Integral to the Student’s Vision of the future Viewed as Useful (Eccles & Wigfield)

What Kind of Goal? Artistic What do you want to create, invent, form, generate, or make? Attitude Is there any part of the way you behave that upsets you?

What Kind of Goal? Academic What level do you want to reach in school? What do you want to accomplish that you have not before? Education What information and skills will you need to achieve your current goal? Your future goals?

What Kind of Goal? Family How do you want to be seen by your parents or by other members of your family? Physical Are there any athletic goals you want to achieve? Do you want to create habits that lead to lifelong health?

Staying the Course Periodically review goals and modify to reflect changing priorities and experience Involve others in the goal: Inform, discuss, and share Engage with successful, motivated people who also set goals Create a “Goals Collage”

Goal Attainment is not luck, it is work and it takes time.

"Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best." -Theodore Isaac Rubin

Attainment Measure and take pride in the achievement of goals Demonstrates forward progress Celebrate and enjoy the satisfaction of achievement Set a new goal

Goal Setting Plan(Based on Heacox, 1991) 1. What is one area of your class performance that you really want to improve? (This is your long term goal. It may take you several weeks, months, or even a whole school year to improve this goal.) This goal is important to me because: 2. What is one thing that you can do NOW to help you reach your long-term goal? (This is your short-term goal. You should be able to accomplish this goal in 2-4 weeks.) 3. What steps do you need to reach your short-term goal? 4. What things or people might keep you from reaching your goal? These are your obstacles. 5. What can you do to get around your obstacles? These are your solutions. 7. What special materials or help do you need to reach your goal? These are your resources. 8. How will you reward yourself when you achieve your goal? These are your incentives. 9. How and when will you check on your progress toward your goal? Who will help you to check on your progress? Checkpoint 1 Date: ____________________________________________________ Checkpoint 2 Date: ____________________________________________________ I am committed to working toward achieving my short term goal. Student's signature: Today's date: Witness (Teacher's) signature:

What school related goals would you like to work toward during the next grading period? a. b. c. During this school year? a. b. After high school? a. b. What personal goals would you like to achieve in the next six months? a. b. c. Within the next year or two? a. b. How do you expect to achieve these goals? a. b. c. a. b. a. b. How do you hope to achieve these goals? a. b. c. a. b. Goal Setting or… WHERE DO YOU WANT TO GO AND HOW DO YOU PLAN TO GET THERE? From Motivating Achievers, Carolyn Coil, Pieces of Learning

Planning and Self-Monitoring What skills do I need to achieve this? What help or assistance do I need? What resources do I need? What can block progress? Am I on task or am I being distracted?

Personal SR Strategies Keeping records Note-taking Recording marks Portfolio Drafts of assignments

Self-Reflection ,[object Object]

Was I distracted and how did I get back to work?

Did I plan enough time or did it take longer than I thought?

In which situation did I accomplish the most work?,[object Object]

Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback

Competence… The state or quality of being adequately or well qualified. The ability to be successful.

Autonomy The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.

The Program Elementary – 5th Grade Enrichment pull-out program Environmental science focus Coastal region Nearby lake and stream

10 Fifth Grade Students ,[object Object]

2 African American,[object Object]

Research and critically examine the impacts of regional growth on complex ecosystems,[object Object]

Communicate and collaborate via the Internet with students from Norway,[object Object]

Connection to Norway Gifted students Advanced contact and planning between instructors Surrounded by similar water bodies Different climate

The Researcher 27 visits February through June Exploratory study looking for emerging themes Non-participatory Non-instructional

Major Finding Difficulty accessing technology Insufficient access to the internet Too few computers in classroom Inadequate computer hardware and software iPhone used to circumvent school firewall

Inadequate technology may have contributed to the failure of effectively creating a dynamic learning community with students’ in Norway.

Technology Should... Enable NOT Disable

Major Finding Differentiated Instruction Instruction varied by learning style, process, and product Almost no whole group instruction Student groups were self-selected Increased student engagement when products and processes were authentic

Major Finding Self-advocacy and Self-promotion Certain students emerged as leaders Lead to distractions Impacted access to technology and tools Impacted opportunities to contribute Impacted group assignment

Equal Opportunity ,[object Object]

Provide opportunities for written responses or idea generation

Provide different kinds of leadership roles,[object Object]

Volitional Control ,[object Object]

Bring students attention to their behavior when they lose self-regulation,[object Object]

Have students be responsible for cleaning up after themselves

Elect student for organizational management,[object Object]

Blocks to Feeling in Control Motivated self-deception Denying a state exists to reduce anxiety “Oh, that is not due until next week.” A month long project Inaccurate verbalization Convinced they feel something the do not “I hate school!”

Blocks to Feeling in Control Accessibility difficulties More processing required to form an attitude, more apt to lose track of what the attitude is “I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”

Student Ownership Require students to own their feelings “I feel angry” vs. “You made me mad” Verbs instead of adjectives to describe feelings “I am successful because I am smart.” vs. “I am successful because I work hard.”

Being in the Moment Can you change the past? What are you doing now that is working? How can you do more of the same? When you had a problem like this one before, what good solutions did you work out? Or Have you ever helped someone with a problem like this before?

Influence On a clean sheet of paper, list the past five years vertically (2007, 2006…). Next to each year, list the most important event that occurred in your life during that year. Estimate the percentage of control or influence you had over each event.

Significant Influence When you reflect on your experience, do you find that you had more control than you thought? Students may feel that external forces control their lives. Modify the exercise: Last five months Last five weeks

Self-Efficacy An individual’s personal judgment of his or her own ability to succeed.

Self-efficacy influences: What activities we select How much effort we put forth How persistent we are in the face of difficulties The difficulty of the goals we set

Increasing Self-efficacy Past performance Vicarious experiences (observing others perform) Verbal persuasion Physiological cues

Research Tells Us… When the learning environment provides: Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural Students Engage in Self-Regulated Learning Behaviors

“From the standpoint of the child…he is unable to apply in daily life what he is learning at school. That is the isolation of the school - its isolation from life.” John Dewey

How does one engagestudents authentically? Present students with real-world challenges that require them to apply their relevant skills and knowledge.

How does one engagestudents authentically? Have students engage problems in the same ways that professionals in the associated fields do.

Facilitating Authentic Investigation Assess, Find, or Create Student Interests Conduct Interviews to Determine Interest Strengths Problem Finding and Focusing Formulate a Written Plan

Facilitating Authentic Investigation Work with Students to Locate Resources Provide Methodological Assistance (Like the Pros) Help Students Choose a Question Offer Managerial Expertise

Facilitating Authentic Investigation Identify Final Products and Audiences Offer Encouragement, Praise, and Constructive Criticism Escalate the Process Evaluate

Complex Tasks ,[object Object]

Decision-making within job,[object Object]

What will I need to work on my project? Where will I work? Who will I work with? What might hinder my process?

Am I accomplishing what I planned? Is this taking longer than I thought? Am I on task or am I being distracted?

Did I accomplish what I planned to do? Was I distracted and how did I get back to work? Did I plan enough time or did it take longer than I thought? In which situation did I accomplish the most work?

Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Solve Problems: Identify and ask significant questions that clarify various points of view and lead to better solutions Solve different kinds of non-familiar problems in both conventional and innovative ways

Problem Solving Is able to identify the problem Different or unique approaches to a challenge Does not stop with one answer Thinks for self -- not swayed by opinion or answers of others Identifies extraneous or missing information Relates other information and experience to the problem

PROBLEM SOLVING FOR GOAL SETTING AND DECISION MAKING Step 1: State the problem. Step 2: With at least one other person, brainstorm possible solutions to the problem. Remember, in brainstorming all ideas are accepted! IDEAS 1. 2. 3. 4. 5. 6. 7. 8. Step 3: Now write some positive points and some negative points about the ideas listed. In your list of ideas (above) put + for each positive idea and – for each negative idea. Step 4: In the space below, write down the ideas you will try and when you will try them. IDEA TIME LINE From Motivating Achievers, Carolyn Coil, Pieces of Learning

Communication and Collaboration 21st Century Skills Learning and Innovation Collaborate with Others: Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work

Creativity and Innovation 21st Century Skills Learning and Innovation Think Creatively: Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Creativity and Innovation 21st Century Skills Learning and Innovation Work Creatively with Others: View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

I nterests C hoices E xplorations

Classroom Opportunities for Self-Regulated Learning Group Projects Buddy Reading Literature Circles Investigation Centers Independent Projects Renzulli Learning

Independent Projects Ask the question: Will you be able to stay interested in this topic for an extended period of time?

The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison

Independent Projects Website Resources: http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html

Independent Projects Website Resources Management Plan

Independent Projects Website Resources Wizard Project Maker

Progress Report DatesProject Description: What do you hope to find out or learn?

Intended Project(s): ,[object Object]

How, when, and where will you share and communicate the results of your project with other people?What Format Will Your Project Take? What will your product be?

Getting Started: What skills, resources and materials will I need? Who is the intended audience?

Environmental Implications Transforming Learners

You must do the thing you think you cannot do. -Eleanor Roosevelt

You Know its Working When… Most students start to work without any reminders beyond the initial directions. The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.

You Know its Working When… The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development. The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities.

You Know its Working When… Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3. The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources.

Research Tells Us… When the learning environment provides: Explicit strategy instruction, both domain specific and metacognitive strategy instruction Students Engage in Self-Regulated Learning Behaviors

Strategy Instruction ,[object Object]

Be explicit in strategy instruction

Higher order thinking!,[object Object]

Creativity and Innovation 21st Century Skills Learning and Innovation Implement Innovations: Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

Research Tells Us… When the learning environment provides: Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks Students Engage in Self-Regulated Learning Behaviors

Systems for recurring activities

Opportunities for monitoring behavior,[object Object]

Ground Rules for SIR You must have a book to read If you aren’t enjoying a book and have given it a fair chance, ask the teacher to help you choose a new one. Remain in your reading area during SIR Only reading is happening Minimal quiet talking Do your best reading the whole time

Behavioral SR Strategies Self-evaluating What does the teacher want me to do? What do I want out of it? What did I learn today? What did I do well? What am I confused about? What do I need to get help with? What do I still need to do?

Confratute Helping Students Self-Regulate

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